Vocabulary Presentation

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Vocabulary Presentation

  1. 1. Presented by: Robin Talkowski, Ed.D. “ A robust approach to vocabulary involves directly explaining the meanings of words along with thought-provoking, playful, and interactive follow-up.” (Beck, McKeown, and Kucan, 2002) Vocabulary
  2. 2. Vocabulary <ul><li>Why should we teach it? </li></ul><ul><li>What words should be taught? </li></ul><ul><li>How should it be taught? </li></ul>
  3. 3. Vocabulary Instruction should be … <ul><li>Intentional – direct instruction </li></ul><ul><li>Contextual – seen and used in multiple contexts </li></ul><ul><li>Constructive – students must help construct the meaning </li></ul>
  4. 4. Intentional? <ul><li>Vocabulary increases through exposure. </li></ul><ul><ul><li>Oral language </li></ul></ul><ul><ul><li>Reading </li></ul></ul><ul><ul><li>The osmosis theory of vocabulary learning. </li></ul></ul><ul><li>So why isn’t that good enough? </li></ul>
  5. 5. Oral Language Learning <ul><li>Our brain is “hard wired” for oral language. </li></ul><ul><li>Most of these words are more concrete and accompanied by examples, intonation, and gestures. </li></ul><ul><li>Not all are exposed to the same level of oral language. </li></ul>
  6. 6. Expand Vocabulary Through Reading <ul><li>Must read widely to see the words multiple times. </li></ul><ul><li>Must be able to make inferences. </li></ul><ul><li>Must see the word in multiple contexts. </li></ul>
  7. 7. Problems with context learning <ul><li>What does lunula mean? </li></ul><ul><li>Clue #1: I can see a lunula more clearly on some of my fingers than on others. </li></ul><ul><li>Clue #2: I imagine that after getting a manicure my lunulae will be more visible. </li></ul>
  8. 8. So … <ul><li>Students need direct instruction to be able to understand and use the words when talking and writing. </li></ul>
  9. 9. Students must see and use words in multiple contexts. <ul><li>Word Exploration </li></ul><ul><ul><li>Have you ever? </li></ul></ul><ul><ul><ul><li>Have you or someone you know ever been stranded someplace? What happened? How did you handle it? </li></ul></ul></ul><ul><ul><ul><li>What things might happen to cause you to strut instead of just walk normally? Name two. </li></ul></ul></ul>
  10. 10. Students must see and use words in multiple contexts <ul><li>Making choices </li></ul><ul><ul><li>If any of these things can fluctuate, say the word, “fluctuate.” </li></ul></ul><ul><ul><ul><li>the cost of clothes </li></ul></ul></ul><ul><ul><ul><li>your name </li></ul></ul></ul><ul><ul><ul><li>your mood </li></ul></ul></ul><ul><ul><ul><li>the size of your house </li></ul></ul></ul><ul><ul><ul><li>the tides </li></ul></ul></ul><ul><ul><ul><li>your grades </li></ul></ul></ul><ul><li>                                                                   </li></ul>
  11. 11. Students must help construct the meaning of words.
  12. 12. Super Word Web Sentence: Every morning I badger my sons until I am sure they are awake before I leave. The word: badger (v) [baj er] Synonyms Example nagged teachers making sure you study Alternative meanings: (n.) an animal that builds burrows, has short legs, and a furry body
  13. 13. Students must help construct the meaning of words
  14. 14. analyze Taking things apart to understand them better Analysis is taking apart a car to understand how it works
  15. 15. FAST Multiple Meanings Project By,Mike
  16. 16. Fast – imparting quickness in motion On my street a car drove extremely fast by my house.
  17. 17. I kept a fast grip on the bar throughout the ride. Fast – Firmly fixed, attached, or fastened
  18. 18. When Antoine Walker returned to the Celtics, he and Paul Pierce became fast friend again. Fast – Loyal ; firm
  19. 19. My watch was running fast . Fast – Indicating a time ahead of the actual time Fast -
  20. 20. When people fast the usually only eat bread and drink water. Fast – to go without all or certain food
  21. 21. Vocabulary Instruction should be … <ul><li>Intentional – direct instruction </li></ul><ul><li>Contextual – seen and used in multiple contexts </li></ul><ul><li>Constructive – students must help construct the meaning </li></ul>
  22. 22. References:   Beck, Isabel L, Margaret G. McKeown, and Linda Kucan (2002). Bringing Words to Life . New York: Guilford Press.   “ Teaching Vocabulary To Improve Comprehension,” lecture by Mary E. Curtis. Massachusetts General Hospital (2005).     “

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